Those faculty engaged in CER study a variety of elements related to chemistry teaching and learning. We use a combination of qualitative (interviews, free-response questions) and quantitative (statistical analyses using various software packages) methods to learn more about students’ cognitive (how they think) and affective (how they feel) experiences in their chemistry courses. We also develop and evaluate the impacts of new teaching and assessment strategies.
Dr. Anfuso’s current research interests focus on (1) developing low-cost undergraduate experiments for physical chemistry courses, particularly in the field of spectroscopy; and (2) implementing and assessing the effect of a Peer Supplemental Instruction program on student performance in STEM classes.
Dr. Anzovino’s research interests lie in the area of chemistry education and assessment. She is working on evaluating the new organic II CURE synthesis project via cognitive and affective measures, including the synthesis exam, final exam, Meaningful Learning in the Laboratory Instrument, and the Awareness of and Attitudes toward Scientific Research Inventory. In collaboration with the Specifications Grading Faculty Learning Community, she is also engaged in ongoing evaluation of specifications grading in a variety of first- and second-year chemistry courses with respect to student interest, mindset, and performance data.
Behmke’s research interests focus on improving the teaching and learning of chemistry. Current and past projects have focused on developing and incorporating technology solutions into the chemistry curriculum that enhance student learning. Additional work has focused on assessing the effectiveness of new and innovative teaching strategies in the chemistry classroom.
Patrice Bell’s research interests include experimental physical chemistry, particularly laser spectroscopy of gas and condensed phase analytes, chemical education, science course curriculum development, and diversity and inclusion among Chemistry faculty in the U.S.
Dr. Kalman is currently studying how course sequencing and content affect student performance in pre-nursing track science courses.
Dr. Mallia’s research focuses on the use of course embedded undergraduate research and the role of reflection on students learning skills in the flipped classroom.
Morton’s past and current interests include work in chemical education through developing guides to help student learn and retain information, and the intersections of chemistry and art.
Dr. O’Halloran’s research involves active learning methods in the chemistry classroom. One current project involves unit conversions. Unit conversions are a critical skill that students often struggle with in freshmen chemistry courses. We are developing a teaching method that addresses this problem with a simple, stepwise approach. Student researchers will help test and improve the teaching method in tutoring sessions at GGC. Students may also propose and carry out alternate projects.
Dr. Paredes performs research on using 3-D modeling of compounds using Augmented Reality and related technological advances assist student learning in the classroom.
Researchers in science education focus on examining the impact that classroom interventions may have on student beliefs, performance, and learning. One intervention is specifications grading, where students retake assessments on specific course objectives until a passing grade is earned. Students choose their course grade by deciding on the number of course objectives to master. Dr. Tsoi’s research examines the experiences of instructors and students within STEM courses that implement specifications grading. She analyzes data gathered from surveys, interviews, and course assessments. Both qualitative and quantitative methods are used in these analyses.
Woodbridge’s research interests include process education and specifications grading.